Adequate Annual Progress for EL Students
Adequate Annual Progress for EL Students
ELD - CELDT RLA Year End Performance Levels
Years In U.S. Schools/ 5 - Advanced Proficient Above Grade Level
K DRA Level 4+
1st Gr. DRA Level 18+
2nd Grade BRI >2C
2nd Grade CST 402-600 / 3rd Grade CST 402-600
4th Grade CST 393-600
5th Grade CST 395-600
6th Grade CST 394-600
5-6 / 5 - Advanced / 4 – Proficient At grade level
K/1st 505 – 600
3rd 557 – 700
5th 587 – 700 / 2nd 540 – 635
4th 575 – 700
6th 602 - 741 / K DRA Level 3
1st Gr. DRA Level 16
2nd Grade BRI 2C
2nd Grade CST 350-401 / 3rd Grade CST 350-401
4th Grade CST 350-392
5th Grade CST 350-394
6th Grade CST 350-393
4-5 / 4 - Early Advanced / 3 – Basic 1 Up to one year below grade level
K/1st 456 – 504
3rd 514 – 556
5th 539 – 586 / 2nd 496 - 539
4th 531 – 574
6th 552 - 601 / K DRA Level 2
2nd Grade DRA Level 16-18
2nd Grade CST 300-349 / 1st DRA Levels 10-14
3rd-6th Grades CST 300-349
3-4 / 3 - Intermediate / 2 - Below Basic Between 1-2 years below grade level
K/1st 407 – 455
3rd 460 – 513
5th 483-538 / 2nd 447 – 495
4th 473 – 530
6th 492 - 551 / K DRA Level 1
1st Grade DRA Levels 6-8
2nd Grade DRA level 10-14
2nd Grade CST 262-299 / 3rd Grade CST 259-299
4th Grade CST 269-299
5th Grade CST 271-299
6th Grade CST 268-299
2 / 2 - Early Intermediate / 1 - Far Below Basic 2 or more years below grade level
K/1 357 – 406
3rd 415 – 459
5th 438 – 482 / 397 – 446
433 - 472
442 - 491 / K DRA Level A
1st Grade DRA levels 1-4
2nd Grade DRA Level 3-8
2nd Grade CST 150-261 / 3rd Grade CST 150-258
4th Grade CST 150-268
5th Grade CST 150-270
6th Grade CST150-267
1 / 1 - Beginning
K/1st 180 – 356
3rd 230 – 414
5th 230 – 437 / 2nd 215-396
4th 230 – 432
6th 248 -441
If EL students are making adequate annual progress on CELDT and performing within the RLA ranges cited on the previous chart, they are meeting minimum proficiency as it relates to their language and academic performance levels.
It would be acceptable for an EL student who scored at:
• the Beginning or Early Intermediate level on the CELDT (level 1 & 2) and is performing within this language level in the classroom, to be Far Below Basic on the CST or two grade levels below in RLA.
• the Intermediate level on the CELDT (level 3) and is performing within this language level in the classroom, to be Below Basic on the CST or one grade level below in RLA.
• the Early Advanced level on the CELDT (level 4) and is performing within this language level in the classroom, to be Basic on the CST or less than one grade level behind in RLA.
• the Advanced level on the CELDT (level 5) and is performing within this language level in the classroom, to be Proficient or on grade level in RLA.
• EL students are expected to advance approximately one CELDT level annually.
• EL students should advance both in CELDT level and RLA performance level based upon the Adequate Annual Progress for EL Students Chart.
• Lack of movement or regression in either CST or CELDT scores should be studied carefully. Current CELDT and CST scores should be compared using the VUSD English Learner Profile Worksheet to determine areas of weakness and guide interventions.
• VUSD Promotion/Retention worksheet needs to be completed as part of the accountability and monitoring process for students not making adequate annual progress. The site Literacy Coach or the English Learner Department needs to be notified of all EL students not making adequate annual progress.
EL students who have been enrolled in U.S. schools for three years or less are in the process of acquiring proficiency in English. They should not be considered for retention or for special education, unless it is determined that the student is not making adequate progress due to factors other than language acquisition.
Doc 10 Revised 3/17/09